| Summary: | 碩士 === 國立政治大學 === 學校行政碩士班 === 91 === The purpose of this study was surveying the principals’ instructional leadership behaviors expected and perceived by the junior high school teachers in Taoyuan County. The study explored the differences in the sense of the principal’s instructional leadership behaviors perceived by the teachers in teacher background and school background variables.
The study took Taoyuan County’s public junior high school teachers as population from which 723 teachers (including teachers as part-time directors and chiefs) were randomly sampled. The effective questionnaires are then encoded, scored and stored, finally analyzed by SPSS 10.0. To supplement the questionnaire survey, the study also conducts in-depth interviews with six principals among all public junior high schools in Taoyuan County with the “the Junior High School Principal’s Instructional Leadership Behaviors” developed by the author.
The conclusions and implications of the present study are summarized below:
1. Significant differences are found between what expected and what actually realized in the principal’s instructional leadership behaviors. What expected are higher than what realized.
2. The teachers have a high perception on the expectation of principal’s instructional leadership. Among the seven major aspects of instructional leadership, Supportive Environment Creation ranks as top priority and Course Quality Assurance as the last.
3. The realization aspect of the principal’s instructional leadership behaviors perceived by the teachers was above average. Among the seven major aspects of principals’ instructional leadership, The dimension of supportive environment creation ranked as top priority and the encouraging teachers’ cooperation and interactions as the last.
4. Among the seven instructional leadership aspects of the principal perceived by the teachers, The demension of supportive environment creation ranked as top one both in expectation and realization and this aspect is also most valued by all principals interviewed. This result demonstrates a high consistency between the principals and teachers on the view of the principal’s instructional leadership.
5. The teachers’ perception of expectation to principal’s instructional leadership in variables including teacher’s sex, service term, position, school location, school founding time shows no difference. The degree of realization of the principal’s instructional behaviors perceived by the teachers shows no significant difference in variables including service term, school location and school founding time.
6. The male teachers’ perception of realization of principal’s instructional leadership was significantly higher than female teachers’ in sex variable.
7. The average teachers perceived a high degree of realization in the principal’s instructional leadership behaviors than the teachers as part-time administrators did.
8. The teachers’ perception of both expectation and realization of principal’s instructional leadership in school scale implies that the highest score of both arises in a school consisting of maximum 24 classes.
And then there are some suggestions presenting by this study as follow:
1. Suggestions to the education authorities:
(1) Promote and reinforce the concept of principal’s instructional leadership.
(2) Enrich the teacher and principal training programs with Instructional Leadership Courses.
(3) Downsize the school scale in time
(4) Value the instructional leadership areas during evaluating principals.
2. Suggestions to junior high school principals:
(1) Advance in instructional leadership knowledge and actively play the role in instructional leadership.
(2) Form Instructional Leadership Teams to lead teachers to optimal cooperation and interactions.
(3) Shape the school with excellent school culture actively while launching and implementing instructional leadership.
(4) Devote to course quality assurance.
(5) Enhance the research society’s functions
3. Suggestions to future researches :
It is advisable to expand in regional scope in future study and to expand the study variables that include variables such as Teacher’s Diploma, School District & Parents, School Performance, Student’s Academic Achievements, etc.; further, to better understand the principal’s instructional leadership behaviors, it is advisable to use methods such as Actual Observation, Case Study, etc.
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